Task-based grammar teaching of English
Where cognitive grammar and task-based language teaching meet
1st Edition
Published on 23. October 2017
264 pages
978-3-8233-9130-2 (ISBN)
Description
The focus on communication in TBLT often comes at the expense of form. In this book, the task-based approach is enhanced and coupled with insights into (cognitive) grammar, an approach which sees grammar as meaningful. The book shows how grammar teaching can be integrated into a communicative lesson in a non-explicit way, i.e., "by the backdoor". The learners are involved in situations that they may also encounter outside their classrooms and they are given communicative tasks they are to work on and solve, usually with a partner or in small groups. What teachers need to invest for preparing such lessons is their own creativity, as they have to come up with communicative situations which guide the learners into using a specific grammatical structure. The book first discusses the didactic and the linguistic theories involved and then translates these theoretical perspectives into actual teaching practice, focusing on the following grammatical phenomena: tense, aspect, modality, conditionals, passive voice, prepositions, phrasal verbs, verb complementation, pronouns and articles.
More details
Other editions
New editions
Susanne Niemeier
Task-based grammar teaching of English
Where cognitive grammar and task-based language teaching meet
E-Book
04/2026
2nd Edition
Narr Francke Attempto Verlag
€23.99
Available for download
Additional editions
Susanne Niemeier
Task-based grammar teaching of English
Where cognitive grammar and task-based language teaching meet
Book
10/2017
1st Edition
Narr Francke Attempto
€26.99
Shipment within 5-7 days
Person
Prof. Dr. Susanne Niemeier lehrt und forscht in den Bereichen Angewandte Linguistik und Fremdsprachendidaktik des Englischen im Institut für Anglistik an der Universität Koblenz-Landau, Campus Koblenz.
Content
- Intro
- 0. Introduction
- PART I: Didactic and linguistic theory
- 1. Grammar in the foreign language classroom
- 1.1 Current situation
- 1.2 A brief history of grammar teaching
- 2. Task-based language teaching
- 2.1 The development of task-based language teaching
- 2.2 The task cycle
- 2.2.1 Pre-task
- 2.2.2 Task
- 2.2.3 Language focus
- 2.3 The role of grammar in task-based language teaching
- 3. Cognitive grammar
- 3.1 The development of cognitive linguistics
- 3.1.1 Embodiment
- 3.1.2 Lexis-grammar continuum
- 3.1.3 Categorization
- 3.1.4 Usage-based perspective
- 3.1.5 Perspective on language acquisition
- 3.2 The cognitive grammar perspective on language
- 3.2.1 The centrality of meaning
- 3.2.2 Construal
- 3.3 Pedagogical applications of cognitive grammar
- 3.3.1 Advantages of applied cognitive grammar
- 3.3.2 Research on applied cognitive grammar
- 4. Cognitive grammar and task-based language teaching
- PART II: Case studies
- 5. Tense
- 5.1 A cognitive grammar perspective on tense
- 5.2 The present tense
- 5.2.1 Form
- 5.2.2 Meaning
- 5.2.3 Communicative situation and didactic reduction
- 5.2.4 The task cycle
- 5.2.5 Alternatives
- 5.3 The past tense
- 5.3.1 Form
- 5.3.2 Meaning
- 5.3.3 Communicative situation and didactic reduction
- 5.3.4 The task cycle
- 5.3.5 Alternatives
- 6. Aspect
- 6.1 Form
- 6.2 Meaning
- 6.2.1 Lexical aspect
- 6.2.2 Grammatical aspect
- 6.2.3 Non-prototypical uses of aspect
- 6.3 Communicative situation and didactic reduction
- 6.4 The task cycle
- 6.5 Alternatives
- 7. Modality
- 7.1 Form
- 7.2 Meaning
- 7.2.1 Root modality
- 7.2.2 Epistemic modality
- 7.3 Communicative situation and didactic reduction
- 7.4 The task cycle
- 7.5 Alternatives
- 8. Conditionals
- 8.1 Form
- 8.2 Meaning
- 8.2.1 Mental Space Theory
- 8.2.2 Potentiality space
- 8.3 Communicative situation and didactic reduction
- 8.4 The task cycle
- 8.5 Alternatives
- 9. The passive voice
- 9.1 Form
- 9.2 Meaning
- 9.2.1 Highlighting function
- 9.2.2 Research results
- 9.3 Communicative situation and didactic reduction
- 9.4 The task cycle
- 9.5 Alternatives
- 10. Prepositions
- 10.1 Form
- 10.2 Meaning
- 10.2.1 Metaphorization
- 10.2.2 Proto-scenes
- 10.3 Communicative situation and didactic reduction
- 10.4 The task cycle
- 10.5 Alternatives
- 11. Phrasal verbs
- 11.1 Form
- 11.2 Meaning
- 11.2.1 Semantic networks of the particles
- 11.2.2 Analyses of the particles up, down, out and in
- 11.3 Communicative situation and didactic reduction
- 11.4 The task cycle
- 11.5 Alternatives
- 12. Verb complementation
- 12.1 Form
- 12.2 Meaning
- 12.2.1 Iconicity
- 12.2.2 The complementizers
- 12.3 Communicative situation and didactic reduction
- 12.4 The task cycle
- 12.5 Alternatives
- 13. Pronouns
- 13.1 Form
- 13.2 A cognitive-linguistic perspective on pronouns
- 13.3 Personal pronouns
- 13.3.1 Meaning
- 13.3.2 Communicative situation and didactic reduction
- 13.3.3 The task cycle
- 13.3.4 Alternatives
- 13.4 Possessive pronouns
- 13.4.1 Meaning
- 13.4.2 Communicative situation and didactic reduction
- 13.4.3 The task cycle
- 13.4.4 Alternatives
- 14. Articles
- 14.1 Form
- 14.2 Meaning
- 14.2.1 Definiteness vs. indefiniteness
- 14.2.2 Boundedness vs. unboundedness
- 14.3 Communicative situation and didactic reduction
- 14.4 The task cycle
- 14.5 Alternatives
- 15. Conclusion
